Republic of the Philippines

Department of Education
Region XII
Division of Cotabato
Amas, Kidapawan City

DETAILED LESSON PLAN

School: SARAYAN HIGH SCHOOL Subject: 21st Century Literature

Teacher: CANDY P. ULOD

DATE:

TIME:
I. OBJECTIVES
The learner will be able to understand and
A. Content Standards appreciate the elements and contexts of 21st
century Philippine literature from the regions.
The learner will be able to demonstrate
understanding and appreciation of 21st Century
Philippine literature from the regions through: 1.
a written close analysis and critical interpretation
B. Performance Standards
of a literary text in terms of form and theme, with
a description of its context derived from
research; and 2. an adaptation of a text into
other creative forms using multimedia.
EN12Lit-Ia-21
identify the geographic, linguistic, and ethnic
C. Learning Competencies/ Objectives
dimensions of Philippine literary history from
precolonial to the contemporary
Cognitive: Identify different types of oral literature
Analyze a tale during pre-colonial period
Psychomotor:

Affective: Value the importance of earliest traditions

II. CONTENT/SUBJECT MATTER The Precolonial Period

III. LEARNING RESOURCES

A. References
Teacher’s Guide pages

Learner’s Material pages

Textbook pages
Additional Materials from Learning
Resource Portal
B. Other Learning Resources
Laptop, TV, visual aids

IV. PROCEDURE
Student’s
Teachers’ activity
activity
Preliminary activities
Student’s
A. Greetings Good morning class!
response
B. Checking of Class monitor, kindly check the attendance of your
attendance classmates.
1.Do not make unnecessary noise.
C. Setting of 2. Respect teachers and classmates.
classroom 3. Raise your hand if you want to answer.
standard 4. Pay attention, inter act and learn.
a. Reviewing
Previous Lesson or
Presenting the New
Student’s
Lesson
response
At the end of the lesson the students are able to;
Student’s will
b. Establishing a a. Identify different types of oral literature
read the
Purpose for the b. Analyze a tale during pre-colonial period
objectives.
Lesson c. Value the importance of earliest traditions
INSTRUCTIONS: Form groups with four members each.
Assign a member to be a “storyteller,” a “listener or
recounter,” and a “recorder.”
The storyteller will be shown an English version of a
Filipino short story (of about one to two paragraphs long)
and he/she will read and memorize as much as he or she
can of it. Without reading from the paper, the storyteller
will retell the story to the listener or recounter only. The
listener can have the story repeated to him or her as
many times as needed.
c. Presenting Student’s will
The listener then heads to the recorder to again retell
Examples / do the
the story. The recorder can also listen to the story
Instances of the activity.
multiple times.
New Lesson
Lastly, the recorder heads to the board and writes the
story that he or she has listened to but in Filipino.

Guide Questions
● What was challenging about your role as
storyteller, listener, or recorder?
● How similar is the recorded story to that of the
original? What made it so? What made it
different?

d. Discussing New ● Most literary works during the precolonial period Students’
Concepts and were transmitted through oral tradition answers.
Practicing New ● In some cases, our ancestors made use of a
Skills #1 writing system to pen down some works of
literature
● Early literary written forms of pre-colonial Filipinos
were destroyed by the Spanish friars
● Surviving texts were restored because of
resistance and geographical isolation

Conventions of Oral Literature

1. Common experiences of the community as subject
matter
2. Communal authorship
3. Formulaic repetitions
4. Stereotyping of characters
5. Regular rhythmic and musical devices

E. Arsenio Manuel, a literary scholar notable for his

studies on Philippine folk literature, divided Philippine
precolonial literature into three, namely the
Mythological Age, Heroic Age, and Folktales from
all ages.
Mythological Age
● the period when our ancestors told stories about
the creation of human beings and the world,
natural phenomena, and deities and spirits

Heroic Age
● Ordinary mortals and cultural heroes became the
chief subject matter in this period
● Epics became a popular genre
 ● chanted during important events in the
community to inspire people
● also performed to remind the community of their
ideals and values
Folktales
● traditional stories that had humans, animals, and
even plants as characters
● Fictional tales that have been modified through
successive retellings before they were finally
recorded and written down

Baybayin writing system - derived from Kavi, a

Javanese (Indonesian) script

● Early Filipinos wrote on palm leaves or bamboo

using knives as pens and sap from plants and
trees as ink
● The ancient Tagalog script had seventeen basic
syllables composed of three vowels and fourteen
consonants
○ Vowels: a, e/i, o/u
○ Consonants: ba, ka, da/ra, ga, ha, la, ma,
na, nga, pa, sa, ta, wa, ya
● Symbols used could be modified to present
different vowel sounds.
e. Discussing New
Concepts and
Practicing Skills
#2
The Monkey and the Crocodile
(Tale from Zambales)
Guide Questions
1. How would you classify the story? What
f. Developing
characteristics of the story make you think so?
Mastery (leads to
2. How would you describe the characters in the Students will
Formative
story? do the
Assessment)
3. What is the main source of conflict? activity.
4. How is the conflict resolved?
5. What message does the story seem to convey?

g. Finding
How can knowledge of our earliest traditions help
Practical Students
you to better understand our present culture and
Applications of answers.
attitudes?
Concepts and Skills
in Daily Living
Pre-colonial Philippine literature was primarily oral,
passed down through generations by storytelling,
singing, and chanting. It was rich in mythology and
folklore, reflecting the deep connection of early
Filipinos to the natural world and their beliefs in spirits
and supernatural beings. This literature encompassed a
diverse range of genres, including myths, epics,
legends, fables, proverbs, riddles, and folk songs,
h. Making
showcasing the cultural diversity of the Philippine
Generalizations
archipelago. Students’
and
answers
Abstractions about
Conventions of Oral Literature
the Lesson
1. Common experiences of the community as subject
matter
2. Communal authorship
3. Formulaic repetitions
4. Stereotyping of characters
5. Regular rhythmic and musical devices

i.. Evaluating INSTRUCTION:

 1. Which of the following best describes the Mythological
Age in Philippine precolonial literature?
a) Stories of everyday life and social customs
b) Tales of legendary heroes and their epic deeds
c) Explanations of the origins of the world, gods,
and natural phenomena
d) Short, humorous stories with animal characters

2. The Heroic Age primarily focuses on:

a) The creation of the universe and the first humans
b) The adventures of legendary heroes like Lam-
ang and Bernardo Carpio
c) Moral lessons and practical advice for daily life
d) Supernatural beings and their interactions with
humans

3. Folktales from all ages encompass a wide range of

stories, including:
a) Myths about the gods and goddesses 1
Learning
b) Epics about brave warriors and their battles Students will
c) Fables, legends, and stories about everyday life answer.
d) Only stories from the earliest periods of Philippine
history

4. Which of the following is NOT typically considered part

of Philippine precolonial literature?
a) Riddles
b) Proverbs
c) Songs
d) Novels written during the Spanish colonial
period

5. The epic poem "Ibalon" belongs to which age of

Philippine precolonial literature?
a) Mythological Age
b) Heroic Age
c) Folktales from all ages
d) None of the above

j. Additional
Activities for
Application or
Remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80% in the evaluation
__ out of __ learners who earned 80% above.
b. No. of learners who require additional activities for remediation who
scored below 80%
___ who require additional activities for remediation

c. Did the remedial lesson work? No. of learners who have caught up with
the lesson
___ Yes
___ No
___ of learners who have caught up with remediation
d. No. of learners who continue to require remediation
___ of learners who continue to require remediation
e. Which of my teaching strategies worked well? Why did this work?
__ Group Collaboration
__ Games
__ PPT Presentation
__ Ans. Prelim. Activities
__ Discussion
__ Case Method
__ Think-Pair-Share
__ Rereading
__ Differentiated Instruction
__ Role Playing
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Learners’ Eagerness to Learn
__ Group Members’ Cooperation

f. What difficulties did I encounter which my principal or supervisor can

help me solve?
__ Bullying
__Behavior/Attitude
Others: ________________
g. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
__ICT Integration
__ Localized Videos
__Recycling
__ Local Poetical Composition

Prepared by:
CANDY P. ULOD
Subject Teacher

Approved by:
ISIDORO L.
DELOS SANTOS

School Head